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Building bridges: Main competencies on eTrainers Paco Cerezo Unfold Barcelona 20-22 April 2005 . Contents Microcompetencies Pedagogical model 6 Training modules Methodology 7. Competencies and new roles on eLearning Which are the main competencies for a complete eLearning system?

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Building bridges:

Main competencies on eTrainers

Paco Cerezo

Unfold Barcelona 20-22 April 2005


.


Contents

Microcompetencies

Pedagogical model

6 Training modules


Methodology


7.Competencies and new roles on eLearning

  • Which are the main competencies for a complete eLearning system?

  • Which competencies on each role?


Results

End-users are interested on:


  • How structuring a course?, without depending on the technical personnel

  • Software to structure or to design courses

  • Software to administer pupils

  • Motivation and pupils persecution

  • Interpersonal Communication and tutorship

  • Tutorial actions.


  • Evaluation of Learning

  • Evaluation of platforms. Criteria: compatibility, friendship

  • Concepts of LMS

  • Concepts on standards (SCORM, others)

  • Roles and profiles of eTrainers


  • Pedagogic Models

  • Certification of e-learning

  • Calculating costs and prices

  • Hosting-housing

  • M-learning

  • New technologies: videoconference, Virtual communities.


eLearning flow

Setting

Production of

contents

Delivering

=

exercises

evaluation

guidance

Learning

process

Evaluation

Improvement


  • Roles in the chain

    • Author of contents

    • Graphic designer

    • Pedagogical supporters

    • Scriptwriter

    • Visual developers

    • Integrator of e-materials

    • eTutors (several types)

    • Webmaster

    • Administrator


  • Introduction to eLearning

  • The eLearning process

  • Didactic of New Media

  • The role and tasks of eLearning Manager

  • Scriptwriting

  • Instructional Design

    Total: 100 h. of learning


Conclusions

Ver versión española al final


Conclusions

  • In Spain, 4.000 eTrainers demonstrated their approach to eLearning by participating on several CoP.

  • They are interested on more than 18 subjects.

  • Standards & LD are interested subjects, but not the most.

  • 9 roles are acting on the chain of production and delivering eLearning.

  • There is a wide distance between eTrainers and technicians.

  • A bridge should be build to approach both groups.

  • The project www.a3net.net/enstructor runs first step, but it is not enough.

  • Mixed communities of practices should be build

Use free, just quote


Questions to PhD researchers on IMS-LD:

To build bridges …

  • Who is the target?

  • What should be learn by the end-users?

  • What could be learn in 10 h?

Paco Cerezo


Conclusiones

  • En España, 4.000 eFormadores han demostrado su interés por eLearning participando en varias comunidades de práctica (CoP).

  • Estos eFormadores están interesados en más de 18 áreas temáticas.

  • Estándares y diseño instruccional (learning Desing LD) son áreas de interés, pero no son las más interesadas

  • Se han detectado 9 roles actuando en la cadena de producción y de entrega de eLearning.

  • Hay una gran distancia - laguna- que separa eFormadores de técnicos.

  • Se debe construir un puente que acerque a ambos grupos.

  • El proyecto www.a3net.net/enstructor y con sus 6 módulos de formación camina el primer paso, pero es insuficiente.

  • Se deben construir comunidades de practica mixtas.

Uso libre, solo citar


Preguntas a los investigadores de IMS-LD:

Para construir puentes …

  • ¿Quién es el target?

  • ¿Qué deben aprender los usuarios finales?

  • ¿Qué se puede aprender en 10 horas?

Paco Cerezo


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